Counting with 1:1 correspondence

This is the second post in my series of strategies for building counting and numeracy skills in Preschool. Last week I wrote about several strategies that you can use with your little ones to build and strengthen rote counting skills. This week we will be discussing counting with 1:1 correspondence.

Counting with 1:1 correspondence usually means counting real objects, although it can also include counting less concrete things such as actions or pictures. In order to count with 1:1 correspondence, students must be able to rote count, understand that one number is paired with every item, and know that the final number counted is the total number items and the answer to the question, “how many?”

One of the most common mistakes I notice in my students when counting with 1:1 correspondence is a difficulty in pairing only one number to each object. For example, students might touch several objects while stating only one number. Another common mistake is that students might touch and count an object more than once or skip over objects.

My go-to strategy in teaching 1:1 correspondence is a direct explanation of the process. I model for my students while explaining, “I want to figure out how many cookies we have, so I have to count. We make sure that we say one number for every cookie that we count. Watch how I go slowly to touch each one and say its number. One, two, three, four, there are four cookies.” It is important to state the final quantity at the end so that children can get used to the idea that the last number tells how many.

As students attempt this for themselves, I give specific feedback to help them understand their mistakes. For example, I might explain to a student that they need to count again because they skipped over an object or because they were counting too fast. I might say, “you said one, two, and three but you only touched this one. Next time when you count make sure that you say one number for every one thing you count. Slow down and count like this.”

As I did more research into strategies to help children build counting skills I found that, just as in reading, there are several developmental stages that correspond to counting ability. From my experience, most preschoolers fall between stage 3 (reciters who count but do not touch every item) and stage 4 (immature counters who answer with the last number counted but cannot always count accurately). You can see a full list of stages and a description here. This article also helped me come up with several new strategies to move students to the next level. These include:

• moving objects as they are counted to emphasize the 1:1 nature of counting actual objects
• putting things in a row before counting. In my class we sing this song (to the tune of The Farmer in the Dell)

We put them in a row,

We put them in a row,

Before we count we always know to put them in a row

• encouraging students to explore the concept of counting by purposely making mistakes and recounting. You can ask questions like, “I got a bigger number the second time I counted. Do you think there were really more?” or “Do you think I will get the right answer if I start counting with five?”

Do you have any strategies that work well for teaching 1:1 correspondence? Let me know in the comments!